CURRICULUM & INSTRUCTION

STANDARDS AND RUBRICS

Sub-Theme: Implementation/(Management/Delivery)
1. The implemented curriculum provides for the development needs of all types of learners in the school community.
2. The school plans and manages appropriate teaching and learning process in respect to cultural diversity and differences.
1. School Level -learning facilitators
2. Learner Level -learner challenges
Level 3: Level 4: MOV’s
STANDARD Level 1: BEGINNING Level 2: PROFICIENT
HIGHLY PROFICIENT DISTINGUISHED
1. The learners The learners fairly produce The learners produce The learners produce The learners produce IM’s, act, projects, documentations on learning
produce outputs outputs as required by the outputs as required by outputs and provide outputs and engangement in the classrooms, performance
required by the curriculum standards the curriculum standards insights for self- demonstrate capacity for tasks
curriculum directed learning self-directed learning
standards as beyond the beyond the curriculum
evidence of an curriculum standards standards
interactive and
dynamic
teaching-
learning process
 74% MPS below Periodic  75%-79% MPS  80%-84% MPS  85% and above MPS  Form 14,NAT, frequency of correct
Means of test result Periodic Test Result Periodic Test Periodic Test Result responses/frequency of error
verification  Participation in the  Division Level- Top 7 Result  National Level-Top 3  NCAE
academic contest in the  Regional Level-  Division Unified Test (17)
division level  Top 5
 SAMPLE Performance tasks  Compilation of  Compilation of  Compilation of  Learners portfolio
outputs/learner’s portfolio; Learners portfolio in Learners portfolio Learners portfolio in - Form 14
 Observation notes/Form SOME learning in ALL learning ALL learning areas in - Profilling
178; area/grade level per areas in all grade all grade levels per - List for remediation
 Sample DLL/DLP employing grading period levels per grading grading period - Etc…
differentiated strategies in  Observation period  Observation - SARDO
some learning areas notes/Form 178;  Observation notes/Form 178/COT - SMEA documents
 Documentation  DDL/DLP with notes/Form 178;  DLP/DLL with -
evidence of SOME  DLP/DLL with evidence of ALL
TEACHERS evidence of ALL teachers with
employing teachers employing
differentiated employing differentiated
 strategies in a differentiated strategies in all
 SOME/FEW  strategies in learning areas
LEARNING AREAS some learning  Classroom
 Documentation areas Monthly culminating
 Monthly activities integrating
culminating competencies from
activities different learning
integrating areas
competencies  Activity design
from different Documentation
learning areas
 Activity Design
 Documentation
 Learners portfolios in 1 – 2  Learners portfolios in  Learners  Learners portfolios in  https://www.itslearning.com/help/en-
subject areas per grade level 3 – 4 subject areas portfolios in 5 – 6 7 or more subject US/Content/Courses/portfolio_assessment.
 per grading period per grade level per subject areas per areas per grade level htm
 Documentation grading period grade level per per grading period
 Classroom grading period  Articles published in
structuring  Display bulletin / school
 Awards received by exhibit paper/Learners –
learners (school}  Awards received initiated projects
 Documentation by learners  Awards received by
(district) learners ( division or
 Documentation higher)
 Documentation
2. The school The school partially implements The school fully The school establishes The school practices
provides the desired developmentally implements a mechanism to continuous improvement
developmentally appropriate programs and developmentally effectively implement methodology to sustain
appropriate activities based on learners appropriate programs developmentally implementation of
learning profile and activities based on appropriate programs developmentally
opportunities for learners profile and activities based appropriate programs
diverse learners on learners profile and activities based on
to promote
learners profile
holistic inclusive
education.
 Observation Notes using  Implementation on  Progress Report  Sustainability plan 
Means of the COT different on different
verification  Learners Monitoring Form interventions intervention
 Learning style
  SIP (Voice of the Learners
 Compilation of Learners’  Narrative  Project Work  Documentation of 
Profile /Accomplishment Plans/Activity best Practices
 Special Programs Report on Plans  Sustainability Action
implemented in school- Implementation  M& E Tools / Plan
SSES, ALS, SPED, IPED, School Programs  M & E Reports
ALIVE  Project Work  Documentation of
 Documentation Plans/Activity Plans Feed forward
 Documentation activities
 Learners’ Profile with their  Learners’ Profile with  Learners’ Profile  Learners’ Profile with 
learning needs their learning needs with their learning their learning needs
 Implemented 1 functional  Implemented 2 needs  Implemented 4
special program and activity functional special  Implemented 3 functional special
with approved activity programs and functional special programs and
design activities with programs and activities with
 Documentation approved activity activities with approved activity
design approved activity design
 Narrative design  Narrative
/Accomplishment  Narrative /Accomplishment
Report on the /Accomplishment Report on the
Implementation of Report on the Implementation of
School Programs Implementation School Programs
 Project Work of School  Documentation of
Plans/Activity Plans Programs best Practices
 Documentation  Project Work  Sustainability Action
Plans/Activity Plan
Plans
 M& E Tools /
 M & E Reports
 Documentation
3. Learners Learners assess strengths and Learners recognize their Learners collaborate Learners manage their  Guidance program quantified in the
recognize their weaknesses own strengths and with teacher in own strengths and classrooms
own strengths and weaknesses for self- dealing with their weaknesses and possible  Anecdotal record
weaknesses for improvement own strengths and sharing of their learning  PTA conference
self-improvement weaknesses experiences  Reward system
  Results of ECCD, MFAT,  Consolidated COT on  Principal’s Note or  Principal’s Note or 
Means of EGRA, Phil _ IRI/ORV, EGRA, Assessment process COT highlighting COT highlighting on
verification EGMA, ELNA, NAT learners’ learners’
 Diagnostic Test/Pre-test collaboration independent (group)
activity
 Formative/summative test  Individual  Agreement for  Other documents 
results compilation of learners at risk showing learners
 Periodical test results learner’s written signed by parents needs, progress and
 Class record/grading sheet work with summary and achievement
 Report card of results with corresponding
 Identified least mastered parent’s signature evidence of
skills  Individual improvement
compilation of least  Anecdotal record
mastered skills showing progress
 Attendance & per quarter
minutes of PTA  Implementation
Conferences of
Remedial/Enrichm
ent program
 Documentation of
intervention plan
4. The school The school conducts The school conducts The school conducts The school sustains
assesses the assessment of assessment and assessment and effective intervention
teaching- teaching-learning provides necessary employs effective which led to improved
learning process process intervention to intervention learning outcome for
and provides improve learning which led to possible adaption
necessary outcome improved learning
intervention to outcome
improve learning
outcome
 Report on the number of  Action plan or  Progress  Sustainability Plan on 
Means of failures per subject area intervention Monitoring the Effective
verification across grade level programs Results of Intervention
 Report on the Root causes Intervention Programs
of failures Program
 Sample Test Questions with  Quarterly  Project Work  Remediation 
TOS Assessment Results Plans Program
 Quarterly Assessment Test with item analysis  LAC  Peer Coaching and
 Results with TOS and interpretation Implementation Mentoring Program
 SMEA results  Documentation of Plan  Documentation
intervention plan  Approved L & D
 Faculty Meetings Program Designs

5. The school The school responds to The school implements The school sustains The school shares Brigade eskwela doc
implements existing culture and tradition contextualization with proven and effective effective practices to Moa
contextualizatio through culturally stakeholders to make practices to make the wider professional Invitation
n with appropriate teaching- learning more learning more learning communities Commit form
stakeholders. learning process meaningful and meaningful and to make learning more Launching
applicable to life in the applicable to life in meaningful and Summit
community. the community applicable to life in the
community
 50% Instructional Plans  50% Instructional  80% Instructional  80% Instructional 
Means of submitted Plans were Plans were Plans were
verification  List of the identified beliefs, contextualized contextualized contextualized
culture and traditions  Making of big books with sponsors or shared to other
 Documents on the on local stories, stakeholders schools with
community initiated beliefs and traditions  Reproduction of sustainable sponsors
activities  Integration and quality assured or stakeholders
 Invitation letters to local utilization on contextualized  Uploaded/Shared
artists/folks contextualized IMs IMs the quality assured
contextualized IMs in
the LRMDS Portal
 Documents
supported that the
school has been
benchmarked
 Sample DLL/DLP with  DLL/DLP on  Innovative Work  Institutionalized Best 
evidence on using implementing Plan Practices
contextualization contextualization in  Intervention Plan
 Classroom Observations some subjects and  Documentation of
 LAC Sessions some grade levels Best Practices
 Stakeholders
Summit/Partnership
 Documentation
 Attendance &
Minutes of meeting
6. The learners co- The learners participate in The learners co-design The learners apply The learners serve as
design the the contextualization of the contextualization KSAs through resource persons on
contextualizatio existing curriculum standards of existing curriculum contextualized practices, culture, and
n of existing standards curriculum traditions
curriculum
standards.
 Attendance in the  Copy of the  Records on the  Documentations on 
Means of planning stage developed utilization of tapping learners as
verification  Certificate contextualized IMs contextualized resource person
 Documentations/Pictorial IMs
 Hard copies of students    Digitized 
output of localized narrative Contextualized IMs
work( poem. Story, etc.)
HUMAN RESOURCE & TRAINING DEVELOPMENT
STANDARD
1. The school provides measures
to help improve the
performance of its personnel
Means of verification
2. The school recognizes
personnel outstanding
performance, exemplary
behavior, innovations, and
initiatives
Means of verification
STANDARDS AND RUBRICS
Level 1: BEGINNING
Identifies and develops
personnel performance
targets based on RPMS, SIP,
and AIP
 OPCRF,
 IPCRF,
 SIP, and AIP aligned
Acknowledges outstanding
performance, exemplary
behavior, innovations, and
initiatives during school
events
 List of nominees
 Criteria for Awards
 Memorandum
 Selection Committee
Level 2: PROFICIENT
Conducts activities to explain
and analyze the performance
of personnel vis a vis the
RPMS, SIP, and AIP
 Orientation, minutes of the
meeting,
 budget/project proposal,
 WFP
 attendance,
 Memo,
 Documentation
 Complete RPMS, SIP, and AIP
documents with analysis and
interpretation
Conducts recognition
ceremonies using guidelines
for selecting personnel with
outstanding performance,
exemplary behavior,
innovations, and initiatives
 Yearly Awarding &
Recognition
 (School Level)
Level 3:
HIGHLY PROFICIENT
Creates a monitoring system,
through the school
performance management
team (PMT), to check if
personnel performance targets
are met based on RPMS, SIP,
and AIP
 Peer evaluation
 Summarized description
 Monitoring tool,
 flowchart of the system,
 crafted measures,
 work plan,
 Memorandum
 Designation
 (School PMT)
Mobilizes school PMT and
learners in selecting and
recognizing personnel with
outstanding performance,
exemplary behavior,
innovations, and initiatives
based on established
guidelines
 Special awards to personnel
with promising innovations
and initiatives
Level 4: DISTINGUISHED
Institutionalizes a cohesive
system/mechanism that
provides appropriate
interventions addressing
identified needs of personnel
as indicated in their
development plans
 Agreement
 Teachers
 Manual/Handbook
 Re: Duties and
Responsibilities
 Rights & Privileges, Claims &
Sanctions based on DepEd
Orders & CSC Law
 Functional Committees:
Grievance ,Learning &
Development & Promotions
Establishes a system of
rewards and recognition
through PMT wherein
awardees are recommended
for higher awards and other
professional development
opportunities
 Recommendation of school
candidate to Division
wide/region wide/national
search including Metrobank
Search for Outstanding

3. The school nurtures the
personal growth &
professional development of
teacher and staff
Means of verification
4. The school ensures its
personnel career
advancement
Means of verification
Identifies/documents needed
professional development
intervention based on the
Individual Development Plans
(IDP)
 Data based tracking board
 Philippine Professional
Standard for Teachers (PPST)
 Individual Professional Plan
for Development(IPPD)
Identifies personnel that is
due for promotion/reclass
and facilitates required
documents for promotion
based on RPMS and PPST
 List of teachers with
/without trainings attended
 Service Records
 Performance Ratings
 Tracking of Teachers EQ
 Screening of Teachers
 Letter of Recommendation
to enroll for Graduate
Studies
Conducts professional
development interventions
based on the IDPs
 INSET Training Matrix &
Proposal
 Certificate of Training
 Transcript of Records
 CPD
 IPPD, Coaching and
Mentoring Form
 School LAC Report
Provides development
opportunities for identified
pool of talents
 Certificate of Participation/
Appearance
 Updated Service Records
 IPCRF Satisfactory Rating
 Certificate of Units earned
for Masters Degree at least
18 units
 Conducts appropriate
capacity building activities,
trainings and workshop for
the identified pool of talents
Creates a school L&D System
based on the IDPs and CPD
requirements.
 Training Design
 Session Guides & Training
Matrix
 School Based L & D Team
 IPPD, Coaching and
Mentoring Form, SLAC
Report,
 Consolidated CPD
requirements
Creates committees that
handle/assist school personnel
for career advancement
 Certificate of Recognition as
Division Trainor/Facilitator
 IPCRF VS Rating
 Earned 36 units or CAR in
Master’s Degree
 Transcript of Records
 Committee to update and
track personnel for career
advancement
 *Technical assistance report
Teacher
Tracks efficiency and
effectiveness of the L&D
system and uses data to
improve system
- % of employees provided
w/ L&D intervention
- Budget Utilization (INSET,
LAC)
- Employee performance
after L&D intervention
 Teachers Profile & School
Performance in a dashboard
 (Quadrant)
 IPCRF
 Liquidation Report
 Accomplishment Report
 Record on High MPS on
Student Performances
Establishes a school talent
management system
 Certificate of Recognition as
regional Trainor/facilitator
 IPCRF of Outstanding
Performance
 Graduated Master’s or
Doctoral Degree
 Diploma
 Transcript of Records
 Committee to update and
track personnel for career
advancement
 *Technical assistance report
 *Self assessment tool to

5. The school ensures a work
environment that promotes
personnel health and well-
being
Means of verification
6. The school creates a
collaborative and harmonious
working relationship among
its personnel and other
stakeholders
Means of verification
Assesses the health and well-
being needs of school
personnel
 School Health Clearance
 Physical Check up
 School Plan for Wellness
Activities
Identifies and documents
issues and concerns, and
opportunities to build a
harmonious working
relationship
 .Attendance Sheet
 Minutes
 Pictorials
 Report of the identified
issues and concern relevant
to working relationship
Provides interventions based
on health and well-being
needs of school personnel
 Zumba Fitness Program
Identified
 Symposium on Wellness
Conducts interventions to
resolve issues and
concerns/strengthen
relationships of school
personnel
 Intervention/grievance
report (teacher to teacher)
Implements a health and well-
being program for school
personnel
 Regular Zumba Fitness
Program in the School
 Regular Physical Check up
 Health and Wellness Program
Plan Implementation Report
Develops program to create
harmonious relationships
among school personnel and
stakeholders
 Budget/Training Proposal
 Attendance Sheet
 Pictures
 Report on programs
conducted relevant to
working relationship between
personnel and stakeholders
(training package)
support the committee for
personnel tracking
Establishes the sustainability
of the health and well-being
program through
partnerships and linkages
 Annual Physical Check – up
100% compliance
 Zumba/Wellness Fitness
Exercise
 Values Formation
 Recollection
 Established health services
linkages
 Schedule of activities
 Training Proposal/Matrix
 Pictures documentation
 Attendance Sheets
 Letter Requests
 Sustainability report (MOA
of partners and linkages) of
the health programs
conducted
Establishes a system, in
collaboration with
stakeholders, that
strengthens and sustains the
harmonious relationship
among school personnel
*define system
 MOA
 Proposal
 Minutes of Meeting
 Attendance
 Records of Results and
pictorials
 M&E system to track
stakeholders and school
personnel relationship
GOVERNANCE AND ACCOUNTABILITY
STANDARD
1. The school ensures
participation of stakeholders
Means of verification
2. The school and community
stakeholders monitor and
evaluate school PAPs
Level 1: BEGINNING
The school engages
stakeholders in school
governance. (learners,
teacher, PTA, LGU, alumni
below 5)
 List of Stakeholders at least
( 5 sectoral stakeholders)
 Attendance sheets during
the engagement
 Invitation letter and
program during the
orientation
The school adopts/adapts,
and conducts M&E with its
stakeholders.
STANDARD AND RUBRICS
Level 2: PROFICIENT
The school engages all key
stakeholders in school
governance. (establishes
participation of 5 partners in
school) *check SIP
 List of stakeholders (5
stakeholders)
 MOU/MOA
 Participation of stakeholders
in crafting of SIP (vision
sharing) & other school
activities
 (attendance sheet & activity
The school adopts/adapts,
and conducts M&E with all
key stakeholders, collectively
addresses issues raised to
improve learning outcomes
Level 3:
HIGHLY PROFICIENT
The school has engaged more
than 5 sectoral stakeholders
using creative platforms.
 List of stakeholders (more than
5 stakeholders)
 Activities spearheaded by the
stakeholders
 Participation of stakeholders in
crafting of SIP
 Education Forum/Summit
design)
The school conducts M&E with
all key stakeholders, collectively
addresses issues, and
disseminates reports based on
the information gathered and
resolutions reached through
innovative mechanisms to
Level 4: DISTINGUISHED
The school has consistently
sustained participation of the
stakeholders through the
creative platforms which have
been contextualized and
replicated by other schools.
 List of stakeholders (More
than 5 stakeholders)
 Activities spearheaded by the
stakeholders (MOU,
Program)
 Participation of stakeholders
in crafting of SIP
 Education Forum/Summit
(attendance sheet & activity
design)
 Programs and Projects are
replicated in other schools
(letter, benchmarking report)
The school conducts M&E
with all key stakeholders,
collectively addresses issues,
and disseminates reports
based on the information
gathered and resolutions
reached through innovative

Means of verification
3. The school, in partnership with
the stakeholders, provides a
inclusive, caring, and
protective learning
environment.
Means of verification
4. The school has a system on
networking, linkaging, and
feedback with stakeholders for
the implementation of PAPs
 Adapted framework of M&
E (DRRM, CPADAO and
other related stakeholders
initiated)
The school, in partnership
with its stakeholders
,adopts/adapts a mechanism
promoting safety of all
learners.
 School Policies
 Classroom safety policies
 Signage for safety
 Hotline numbers
 Evacuation map posted in
the classrooms
 Organized SDRRMC
The school establishes a
system on networking,
linkaging, and feedback with
stakeholders for the
implementation of PAPs
 Adapted framework of M& E
(DRRM, CPADAO and other
related stakeholders
initiated)
The school, in partnership
with its stakeholders, provides
an enabling system that
creates an inclusive, caring,
and protective learning
environment.
 Student Manual
 PTA General Assembly
(Program, minutes)
 Attendance Sheets
 MOA/MOU notarized
 Any equivalent document
The school operationalizes a
system on networking,
linkaging, and feedback with
stakeholders for the
implementation of PAPs
improve learning outcomes.
 Adapted framework of M& E
(DRRM, CPADAO and other
related stakeholders initiated)
 School M & E structure
The school, in partnership with
the stakeholders, develops and
implements preventive
measures for learners that cut
across the school and
community.
 Attendance of participation
during the Barangay Council
Meeting/Sessions
 Approved letter of request
(barangay, city) relative to
disaster
 Documentation on the
activity/items conducted with
the participation of the
external stakeholders
The school enhances a system
on networking, linkaging, and
feedback through stakeholders
convergence for continuous
improvement of PAPs
mechanisms that have been
contextualized and replicated
by other schools to improve
learning outcomes.
 Adapted framework of M& E
(DRRM, CPADAO and other
related stakeholders
initiated)
 School M & E structure
 Attendance during the
orientation program on the
conduct of M &E with the
stakeholders
The school, in partnership
with the stakeholders,
regularly reviews and
evaluates the system to
ensure its continuous
effectiveness and
responsiveness and shares it
with other schools.
 Quarterly monitoring and
evaluation activity reports of
the programs (minutes,
findings etc. )
 School Manual Reviewed and
updated regularly (date
being updated)
 Records on Benchmarking
(pictures, visitor’s logbook)
The school sustains and
shares a system and its
network to other schools.

Means of verification
5. The school, in collaboration
with the community,
guarantees the participation of
learners in curricular and non-
curricular activities.
Means of verification
 Representation during the
barangay session (Notice of
Meeting,Letter,
Appearance, Minutes)
The school, in collaboration
with the community,
prepares calendar of
activities to encourage
learners’ participation.
 School Calendar of Activities  List of Prospective Learners
noted by the PTA, and
Student Body.
 Representation during the
barangay session (Notice of
Meeting, Letter, Appearance,
Minutes)
 Approved project proposals/  Approved project proposals/
activity design
 Updating/dissemination of
the information
 School bulletin
 Suggestion box
 Transparency board
The school, in collaboration
with the community, identifies
prospective learners per
activity in the calendar.
per activity in the school
calendar of activities.
 Representation during the
barangay session (Notice of
Meeting, Letter, Appearance,
Minutes)
activity design
 Updating/dissemination of
the information
 School bulletin
 Suggestion box
 Transparency board
 Status report of the PAPs
implemented
The school, in collaboration
with the community, hones the
learners’ knowledge and skills
in various curricular and non-
curricular activities and
introduce reward/incentive
system.
 Certificate of Learners’
Participation/recognition
during trainings of curricular
and non-curricular activities .
 Representation during the
barangay session (Notice of
Meeting, Letter, Appearance,
Minutes)
 Approved project proposals/
activity design
 Updating/dissemination of
the information
 School bulletin
 Suggestion box
 Transparency board
 Status report of the PAPs
implemented
 Endorsement for
benchmarking
The school, in collaboration
with the community, provides
learners opportunity to do
peer-coaching to develop co-
learners’ knowledge and skills.
 Picture/ Attendance of peer-
coaching to develop co-
learners knowledge and skills
LEADERSHIP
Strategy Formulation
STANDARD
1. The school engages a multi-
stakeholder body in the
identification of needs and
strategies
Means of verification (School)
Means of verification (Learner)
2. The school designs a needs and
evidence-based strategic plan
Means of verification(School)
SCHOOL LEVEL STANDARDS AND RUBRICS
Level 3:
Level 1: BEGINNING Level 2: PROFICIENT Level 4: DISTINGUISHED
HIGHLY PROFICIENT
The school consults internal The school collaborates with The school sustains collaboration Stakeholders sustain
and/or external stakeholders in internal and external with internal and external collaboration and initiate needs
identifying needs and strategies stakeholders in identifying stakeholders in identifying needs identification and strategy
needs and strategies and strategies formulation for continuous
school improvement
 Stakeholders meeting  SIP planned PAPs  SOC. MOV ACTIVITIES  Continuous Improvement
 Committee on SIP/ PIAs  Creation of Committees to  Stakeholders Summit such as :
 School Educational Summit. implement the PAPs  MOU/MOA  LGU commitment to sustain
 Documentation of the
Certificate of Institutional
Award
 SGC Minutes OF MEETING  Formulate suggestion to  Discussion of common  Come up with
 Re: Identifying felt needs the sch. on their felt needs concern s & recommendation Project/Program Proposal for
 Proposed plans & project possible support from
 target stakeholders
The school designs a strategic The school designs a needs- The school reviews, adjusts, and The school has an
plan aligned with the VMGs based strategic plan aligned enhances a needs-based strategic effective/functional strategic
with the VMGs plan aligned with the VMGs plan modeled and adopted by
other schools
 SIP step 2 Process  SIP STEP 3, Process  SIP STEP 4 Formulating the 3  Communicating the SIP its
 Identify CORE VALUES of the  Determine the sch. Goals & year AIP PAPs
school Obj..
 Aligning school VMC to the
DepEd VMC
The SPG/SSG shares suggestions The SPG/SSG prepares project The SPG/SSG guides other The SPG/SSG shares the best
in the formulation of a strategic proposals for incorporation in student bodies in preparing practices of the school in the

Means of verification(Learner)
Strategy Implementation and Management
STANDARD
1. The school leads in the
implementation of any
development plan in collaboration
with all concerned stakeholders.
Means of verification (School)
2. The learners participate in
communicating timely information
to their members.
Means of verification
plan
 Learners suggestion on the
CORE values of the sch.
LEARNER LEVEL STANDARDS AND RUBRICS
Level 1: BEGINNING
School initiates the
implementation of any
development plan with the
involvement of some of its
concerned stakeholders.
 SIP STEP 7 Communicating
the school plans to the
stakeholders
 Education Summit
 Selling of the SRC to the
stakeholders
Learners inform their members
using the available means of
communication in their area.
 SSG/SPG Bulletin Board
the strategic plan
 Learners suggestion on the
CORE values of the sch.
Level 2: PROFICIENT
School leads in the
implementation of any
development plan in
collaboration with all
stakeholders.
 Creation of sch. Com. to
implement PAPs with the
external stakeholders
Learners establish a mechanism
to communicate timely
information to their
members.
 Creation of account in the
social media
 Minutes of the Regular SSG
Meetings, Clubs and other
Orgs
project proposals for
incorporation in the strategic plan
 Learners suggestion on the
PIA of the sch.
Level 3:
HIGHLY PROFICIENT
School allows/ empowers its
stakeholders to implement PAPs
in support to the attainment of
the objectives.
 Stakeholder support to
identified PAPs
 MOU/MOA
 Barangay Resolution to
support the school
 PTA Resolution supporting the
school project
 Documentation
School communicates to its
members a timely information
with the aid of advance
technology e.g. social media,
SMS, etc.
 Text brigade (screenshots)
 Email ad.
formulation of the strategic plan
 Learners suggestion on the
CORE values of the sch.
Level 4: DISTINGUISHED
School’s institutionalized
innovation is replicated and
contextualized by other schools.
 The project is Benchmarked
by others schools &
 logbook of visitors
 Endorsement by the higher
office
Learners institutionalize the
mechanism for timely
communication.
 School Administration
recognize in their group chat
(DOD)
 Active Group Chat
 SCHOOL LEVEL STANDARDS AND RUBRICS

Strategy Assessment

STANDARD
1. The school establishes an internal
mechanism (school initiated
assessment) on assessing the
school leadership effectiveness
Means of verification
2. The school demonstrates the
culture of feedback-giving and
provision of technical assistance
Means of verification
Level 1: BEGINNING
School assesses the
effectiveness of school
leadership based on the
requirement of DepEd (OPCRF,
NCDSSH)
 Organized Committee to
assess the school leadership
effectiveness
 Designation of Committee
Members with roles &
Responsibilities
The school utilizes an available The school practices feedback-
tool in gathering feedback in
compliance to DepEd
requirements
 SMEA TOOLS on CIGPs
 CSC Suggestion Box
 Corrective Action Preventive  IPCRF Coaching &
Action (CAPA)
Level 2: PROFICIENT
School develops their own
internal assessment tool
mechanism to assess leadership
effectiveness
 Crafted localized rubrics for
internal assessment on
school leadership
effectiveness
o School Rubrics
giving and technical assistance
 SMEA CIGPs resolved in the
school
Monitoring Form and
relative forms in the
provision of TA
 School LAC Minutes
 Focus Group Discussion
Level 3:
HIGHLY PROFICIENT
School introduces innovations
(e.g. use of contextualized/
indigenous way of assessment) in
assessing school leadership
effectiveness
 School Orientation on the
Rubrics
o Attendance
o Minutes
o Documentation
The school conducts action
research based on the result of
giving feedback and technical
assistance
 Hard Copy of the Action
Research on the CIGPs
 Implementation of the
Research Proposal for
Development Plan
Level 4: DISTINGUISHED
School institutionalizes the
innovations in assessing school
effectiveness that are adopted
and contextualized by other
schools
 Result of the assessment
conducted re: CIGPs
The school institutionalizes the
best practices in giving feedback
and provision of technical
assistance for benchmarking
 Regular Feed backing
Activity and provision of TA
at least once a month or as
needed
o Minutes
o Attendance
o Agreement
o Notes/Annecdotes

Strategy Implementation and Management
STANDARD
1. Learners participate in
continuously improving the school
using various assessment
strategies
Means of verification
2. Learners cooperate in
demonstrating the culture of
feedback –giving and provision of
technical assistance
Means of verification
LEARNER LEVEL STANDARDS AND RUBRICS
Level 1: BEGINNING
Learners cooperate in assessing
the effectiveness of school
leadership.
Learners assist in utilizing an
available tool in gathering
feedback
Minutes
Level 2: PROFICIENT
Learners utilize the established
internal mechanism in assessing
the effectiveness of school
leadership.
Learners constantly
communicate feedback –giving
and technical assistance
Level 3:
HIGHLY PROFICIENT
Learners take part in introducing
innovations in assessing school
leadership effectiveness
Learners provide probable
data/issues and concerns that are
needed in the conduct of the
action research.
o TA Plan of the SH
Level 4: DISTINGUISHED
Learners lead in institutionalizing
innovations in assessing school
effectiveness that are adopted
and contextualized by other
schools
Learners adopt the
institutionalized best practices in
giving feedback and provision of
technical assistance for
benchmarking.
FINANCE & RESOURCE MANAGEMENT & MOBILIZATION
STANDARD
1. The school ensures that all
programmed projects and
activities are funded as reflected in
the school’s plan
Means of verification
2. The school is able to respond to
new opportunities as reflected in
the adjusted plan.
Subtheme: Fiscal Planning and Budgeting
Level 1: BEGINNING
The school identifies projects,
activities and fund requirement
as reflected in the school’s plan
 AIP/SIP/APP/PPMP/WFP
 List of identified PIAs
 Minutes of the Meeting
including stakeholders
participation
 Approved PPMP
 Approved SIP/AIP
The school is able to prepare
project proposals.
Level 2: PROFICIENT
The school identifies projects,
activities and fund requirement
relevant to address Priority
Improvement Areas of the school
as reflected in the school plan
 List of PIAs with
corresponding
projects/program/activities
planned to answer the PIA
 Copy of the Resolution from
PTA and other stakeholders'
organization indicating the
project
 Approved SIP
 Approved Project Work Plan
The school is able to develop and
submit adjusted plan for new
resources
Level 3:
HIGHLY PROFICIENT
The school is creative and
innovative in resource generation.
 List of partners/linkages with
donations used to
address/fund the identified
projects/programs/activities
to answer the PIA posted in
bulletin boards
 Approved WFP
 LGU Budget Plan
 PTA initiated income
generating project proposal
 Certificate of Recognition to
Grade level with highest PTA
voluntary contribution
The school is able to sustain level
of practice in managing new
opportunities.
Level 4: DISTINGUISHED
The school sustains
implementation of the resource
mobilization to address MOOE
funding gaps.
 Accomplished at least 5
identified Priority
Improvement
Areas/Activities of the
school
 Memorandum of
Agreement /Memorandum
of Understanding
 Monthly Request for MOOE
downloading duly received
by division office
accounting
 Updated and display of
transparency board in
visible area
The school is able able to
cascade level of practice in
managing new opportunities to

 Project Proposals with
Means of verification Program of addressing the
PIAs stipulated in the
SIP/AIP
 Approved POWE
other schools.
 Minutes of the SMEA  List of possible new partners  Records of Benchmarking
indicating the CIGPs for sustainable operation of done by other schools
identified during the the projects/ programs *Sharing of best practice
operationalization of the plan  Monthly/Quarterly meeting during Mancom, SLAC
 SWOT analysis with stakeholders *Leader School's School- to-
 Action Plan to address the (SMEA/SOSA/etc.) School Partnership Program
gap portfolio
 Approved adjusted WFP  

Subtheme: Procurement

STANDARD
The school ensures that all
procurement activities are within the
approved plan and budget
Means of verification
Level 1: BEGINNING
The school adheres to the
procurement process as
required by law.
 Creation of School BAC
 Minutes of the
Procurement Committe
Meetings
 Canvass Forms
 Abstract of Canvass
 Purchase Request
 Purchase Order
Level 2: PROFICIENT
The school ensures that all
procurement activities are within
the approved plan and budget
 SIP/SOB/AIP/WFP
 Updated Transparency Board
 Supporting Liquidation
Documents
 Transparency Chart/Board
 PPMP and WFP
Level 3:
HIGHLY PROFICIENT
The school adopts effective
practices for timely delivery of
goods and services.
 Inspection & Acceptance
Reports
 Delivery Receipts
 Request & Issue Slip
 Inventory Custodian Slip
 Award on Timely Liquidation
 Purchase Order
Level 4: DISTINGUISHED
The school shares effective
procurement practices for timely
delivery of goods and services.
 Showcase of effective
procurement practices
during Education Summit
 Canvass Forms
 Abstract of Canvass
 Purchase Request
 Purchase Order

TANDARD
The school ensures that funds are
disbursed in accordance with
accounting and auditing rules and
regulations.
Means of verification
Subtheme: Disbursement
Level 3:
Level 1: BEGINNING Level 2: PROFICIENT Level 4: DISTINGUISHED
HIGHLY PROFICIENT
The school utilizes at least 90% The school ensures maximum The school consistently maximizes The school receives recognition
of school funds with minor utilization of funds. utilization of funds for 3 years for its consistent maximum
compliance/ findings with (within SIP cycle). utilization of school funds.
accounting and auditing rules
and regulations
 Monthly MOOE Liquidation  Cashbook/Cash Journal  100% utilization of the School  Certificate of Institutional
file  Ledger MOOE based on Award for Best in Financial
  Monthly MOOE Liquidation
file
 0 fund balance remaining
per reglamentary period
 Monthly request for MOOE  Monthly liquidation report
download based on PPMP 30 days after receipt of
check duly received by
Elementary – District
Bookkeepers & Secondary –
Division Office Accounting
Subtheme: Asset Management
SIP/AIP/PPMP/
 APP
 Status of Cash Advance
 Report showing the list
accountable officers with
liquidated & unliquidated
cash advance
Management
 Certification of Recognition
for 100% liquidation from
January to December of the
current year

STANDARD
The school ensures that assets are
properly managed and fully utilized for
conducive learning environment.
Means of verification
Level 1: BEGINNING
The school complies with asset
management policy.
 Official designation of
school property custodian
 Record of lot ownership
documents
 Inventory of the school
facilities & equipments
 Labelling of school
properties
 Designation of Property
Custodian
 School Property Inventory
Report
Level 2: PROFICIENT
The school ensures that assets
are properly managed and fully
utilized for conducive learning
environment.
 Supply Officer's record of
recipients
 Request Issue Slip(RIS)
 Property Custodian's
 Borrowers Log Book
 Stock record
 Compilation of Inspection
and Acceptance Report
 Prepare, issue, and keep/
maintains required
documents and reports
a. PAR
b. ICS
c. SF3
d. Waste Materials
e. IIRUP
f. Report on Physical Count
of property
g. Plant and Equipment
and inventories
Level 3:
HIGHLY PROFICIENT
The school ensures that assets are
consistently managed and fully
utilized for conducive learning
environment for 3 years (SIP
cycle).
 Records of school inventory
of assets for the last 3 years
 Maintains/keeps/ prepares
records and reports of
properties for 3 years
Level 4: DISTINGUISHED
The school customizes the
processes responsive to the
unique needs of school.
 Income-generating projects
and other activities to obtain
assets and other unique
school needs
 School adopts and
implements policies and
procedures without
deviating from the general
policy set forth in the state
policy governing supply and
property management
 h. Stock Card
i. Property Card

Subtheme: Physical and Financial Reporting

STANDARD
The school generates accurate and
timely reports accessible to all
stakeholders
Means of verification
Level 3:
Level 1: BEGINNING Level 2: PROFICIENT Level 4: DISTINGUISHED
HIGHLY PROFICIENT
The school submits reports as The school generates accurate The school uses the reports as The school regularly uses the
required. and timely reports accessible feedback mechanism to improve reports as feedback
to all stakeholders service delivery. mechanism to address
immediate needs.
 Updated Transparency  Financial Reports during  Provision of Suggestion Box  Minutes on the conduct of
Board on MOOE ,canteen, SMEA Conferences /  Corrective Action/Preventive emergency conferences to
PTA ,School Paper & other General Assembly/Other Action (CAPA) Plan created address schools'
local funds School Summits from CIGPs and Suggestions immediate needs
 Monthly/Quarterly  School Report card created, from the Suggestion Box  Creation of School Quick
Liquidation Report presented and received by Response Committee
 Physical-Financial Report stakeholders  Updated Progress report by
reflected during the MEA the M&E School
Coordinator indicating
status of addressed needs
 Monthly liquidation report  Cash Disbursement Register  Monthly request for MOOE  Monthly request for MOOE
30 days after receipt of (CDR) of liquidation of cash downloading duly received by downloading duly received
check duly received by advance division office accounting by division office
Elementary – District accounting
Bookkeepers & Secondary –
Division Office Accounting

Subtheme: Resource Mobilization

STANDARD
The school has an effective
mobilization system for efficient
management of resources.
Level 1: BEGINNING
The school establishes a
mobilization system
Level 2: PROFICIENT
The school operates an effective
mobilization system
Level 3:
HIGHLY PROFICIENT
The school enhances the
mobilization system
Level 4: DISTINGUISHED
The school sustains and shares
its culture of excellence on
mobilization system.

Means of verification
LEARNING ENVIRONMENT
STANDARD
1. School establishes a safe, secured
and equitable learning
environment
 Creation of School
Resource Mobilization
Committee
 School Report Card
indicating needs to be
addressed
 Organization of different
working committees
a. Canvasser
b. BAC members
c. Others
 Approved Designation of
the working committees
SCHOOL LEVEL STANDARDS AND RUBRICS
Level 1: BEGINNING
School shows awareness of
policies, guidelines and
procedures on safe, secured and
equitable learning environment
 School Memo, Minutes of
 School records of active
stakeholders/donors
 Records of adopt-a-school
partners with corresponding
donations
 Receiving copy of SRC
 Narrative report on the
orientation in defining the
rules and duties &
responsibilities of the
committee members
 Documentations
 Approved Activity design
Level 2: PROFICIENT Level 3: HIGHLY PROFICIENT
School establishes safe, secured
and equitable learning
environment through consistent
implementation of policies,
guidelines and procedures
 Accomplishment Reports of
 List of prospective donors over
and above the regular donors
 Reward system for Teachers
with highest generated
resources
 Work and Financial Plan
reflecting the budget to be
sponsored by the stakeholder
 School M & E mechanisms in
monitoring the liquidation
reports
School contextualizes policies,
guidelines and procedures for
safe, secured and equitable
learning environment based on
school level action research
 School Manual/Handbook
 Sustainability Plan on
Resource Mobilization
 Awardee on Financial
Management for the last 3
years
 Records of Best Practices
Shared
 Awards received on
Brigada Eskwela/ Adopt-A-
School, and others
 Participation in exhibits of
best practices
 Updated Transparency
Board
Level 4: DISTINGUISHED
School institutionalizes school
level research in contextualizing
policies, guidelines and
procedures on safe, secured and
equitable learning environment
 Assessment &
Means of verification
2. School advocates mutually
respectful learning environment
Means of verification
Meetings;
 Attendance in the school
DRRM Awareness Program;
 DRRM Plan;
 Composition of school
DRRM Team
 Narrative Report on the
School Orientation basic
school policies
a. Students
b. Teachers
c. Parents
 Documentation on the
school orientation
School demonstrates
understanding of learning
environment that advocates
fairness, respect and care to
encourage learning
 Child-Friendly School Survey
(CFSS);
 Signages/Posters on Anti-
bullying/school zone of
peace;
 Composition of Child
Protection Committee;
 Localized Child Protection
Policy
 Sample IEC materials
distributed to all the
students, teachers and
parents.
the School DRRM Plan;
 Documentation on the
conduct of earthquake and
fire drills;
 Students-Led hazard
mapping report
 Physical facilities
coordinator’s hazard
mapping report
 Child – Friendly School
School implements policies,
guidelines, and procedures on
learning environment that
advocates fairness, respect and
care to encourage learning
 Classroom Anecdotal
Records;
 Classroom Observation for
Teachers
 Implementation
Report/Accomplishment of
CFSS;
 Documents pertaining to
orientation on Child
Protection Policy;
 Guidance Program Plan
 Narrative Report on the
School Orientation on the
school DRRM Policies
 Students
 Teachers
 Action Research on the
contextualized policies,
guidelines and procedures
 Research – based school
localized policies
 PTA resolution on school –
based
 SGC Resolutions on school
localized policies
School exhibits effective practices
to foster learning environment
that advocates fairness, respect
and care to encourage learning
 Report on the Resolution of
Conflict at the School Level;
 Anti-bullying Report;
 Intervention Programs
Conducted on
SARDOs/LARDOs issues
 Quarterly accomplishments
report on the conduct
school drills
 Fire
 Earthquake
Recommendation on the
contextualized policy;
 Recipient of the “Gawad
Kalasag” Award
 SSG Resolutions on Localized
school policies
 PTA resolution on school –
based
 SGC Resolutions on school
localized policies
School advocates and facilitates
the use of effective practices to
foster learning environment that
supports fairness, respect and
care to encourage learning
 Sustainability Plan
 Compilation of Best Practices
on a child-friendly
motivating environment
 Quarterly
accomplishments report
on the conduct school
drills
 Fire

3. School ensures efficient
management of physical and/or
virtual learning structures
Means of verification
4. School provides support for
School demonstrates
understanding of efficient
management of physical and
virtual learning structures
 Report of orientation
conducted relevant to
efficient management of
physical and/or virtual
learning structures;
 Documentation (pictures,
attendance sheet)
 Poster of DRRM Signage in
the school
 Poster of School – Based
Policies during bad weather
 Poster of school safety &
security in using virtual
structures
School demonstrates knowledge
 Parents
 Documentation on the
school orientation
 Child – Friendly School
checklist
School manages efficiently the
available physical and/or virtual
learning structures
 Log book of the utilization;
 Schedule of usage of virtual
learning structures;
 Policy on the use of physical
and/or virtual learning
structures;
 Class Program
 Documentation of the
existence of policy and
signages
 School Virtual learning
structures Inventory Report
 Borrowers card for virtual
learning structures
 School Report on Physical
Facilities
 Latest School Electrical Audit
Report
School maintains a supportive
 Human induced
 Documentations
School exhibits efficient
management of physical and/or
virtual learning structures through
improvements
 Quarterly inventory of crucial
resources;
 Program of Works;
 Reports of Updating and
Upgrading of Virtual Learning
Structures;
 Statement of Support (MOA,
MOU, DoD)
 List of Partners on the
following:
a. School Virtual learning
structures
b. School Electrical Audit
Report
c. School building
assessment
d. School water system
assessment
School establishes a feedback
 Earthquake
 Human induced
 Attendance of the external
stakeholders who
evaluated the school drills
 Documentations
School applies a wide range of
strategies to sustain the efficient
management of the physical
and/or virtual learning
structures
 Sustainability of the
Implemented Innovative
Programs;
 Adopt-a-School Program
Report
 Sustainable Partners
recommendations on the
following:
a. School Virtual learning
structures
b. School Electrical Audit
Report
c. School building
assessment
d. School water system
assessment
School utilizes wide range of
 learner participation
Means of verification
5. School ensures a learning
environment that fosters health,
nutrition and well-being of
learners and school personnel
Means of verification
6. School establishes mechanisms for
a resilient learning environment.
of a supportive learning
environment that nurtures and
inspires learner participation
 Minutes of Meeting,
 Calendar of Activities;
 Organization of school
clubs;
 School exhibit (ex.
Showcasing Performance
of the Learners, gallery
walk)
 Activity design for learner’s
development
 School Monthly plan of
activities
 List of organized School
clubs
School demonstrates knowledge
of policies, procedures, and
guidelines on learning
environment that fosters health,
nutrition and well-being of
learners and school personnel
 School policies, procedures,
and guidelines on learning
environment
 Minutes of the Meeting,
 National Drug Education
Program (NDEP);
 Nutritional Status Report;
 School-based Feeding
Program Report
School manifests awareness of
policies, structures, systems,
protocols, and practices in the
implementation of DRRM.
learning environment that
nurtures and inspires learner
participation
 WINS documents,
 Suggestion Box
 Updated Transparency
Board
 Monthly Accomplishment
of PAPs
 Approved school activity
designs for learners
development
 Weekly calendar of activities
for monthly celebration
 Approved monthly school
club activities
School implements policies,
procedures, and guidelines that
foster health, nutrition and well-
being of learners and school
personnel
 WinS documents;
 Progress Monitoring Report
on the implementation of
the health & nutrition
program/projects in school
 Report on Gulayan sa
Paaralan
School implements policies,
structures, systems, protocols,
and practices in the
implementation of DRRM.
mechanism through M&E in
sustaining a supportive learning
environment that nurtures and
inspires learner participation
 Reports on Action Taken on
Feedback
 (Suggestion Box),
 Records of Implementation
 SMEA Report
 School LAC Report
 School Monthly assessment
report on the activities
conducted
 Partners on the different
monthly activities
 List of School Club partners
and sponsorship
School uses validated
data/research-based innovations
in ensuring the implementation of
policies, procedures, and
guidelines that foster health,
nutrition and well-being of
learners and school personnel
 Action research based on the
data gathered;
 Regular Medical & Dental
Check-up of Learners in
school;
School contextualizes PAPs, and
acquires equipment in the
implementation of the DRRM.
strategies in sustaining a
supportive learning environment
that nurtures and inspires
learner participation
 Reports on Best Practices
in Sustaining Supportive
Learning Environment
 Continuous Improvement
(CI) Progress Report
 School Monthly feed backing
to the partners on the
activities conducted
 List of Increasing partners on
the different monthly
activities
School institutionalizes PAPs to
sustain learning environment
that fosters health, nutrition and
well-being of learners and
school personnel
 Reports on Best Practices in
Sustaining Supportive
Learning Environment which
fosters health, nutrition and
well-being of learners and
school personnel
School institutionalizes PAPs to
sustain resilient learning
environment.

Means of verification
7. School establishes partnership
with the community in creating
an enabling learning
environment.
Means of verification
STANDARD
1. Learners participate in
establishing a safe, secured and
equitable learning environment.
 Documentation on the
orientation of DRRM policies
 a.DO 66,s. 2017
 b. EO 66 and other DepEd
policies related to DRRM;
 Organized school DRRM
structure;
 School Memo on
Planning/Consultative
Meeting;
 Attendance;
 Minutes of the meeting Risk
Assessment (Vulnerables)
 Approved Designation of
School DRRM Coordinator
from SDS/School Head
School demonstrates
understanding of the policies
and guidelines on community
partnership in creating an
enabling learning environment
 School Policy
 Minutes of the meeting,
 Attendance of participants
 List of Stakeholders
LEARNER LEVEL STANDARDS AND RUBRICS
Level 1: BEGINNING
Learners show awareness of
policies, guidelines and
procedures on safe, secured and
equitable learning environment
 DRRM Implementation Plan;
pictures;
 Inventory of school
Buildings, Classrooms and
equipment
 -Teachers Profile
 -Learners Profile
 Site Development Plan
(Profile Forms and Inventory
Forms)
 Location’s Map
School establishes partnership/s
with the community in creating
an enabling learning
environment
 MOA, MOU
Level 2: PROFICIENT
Learners engage in the
implementation of policies,
guidelines and procedures on
safe, secured and equitable
learning environment
 PAPs on DRRM
 Records of contextualized
equipment used in DRRM;
 Capability Building Training of
SDRRM Team;
 Placement of Hazard Map at
classroom and school areas
visible by all;
 Research based innovations
School regularly conducts joint
efforts with the community in
creating an enabling learning
environment.
 Accomplishment Reports
 SOSA
Level 3:
HIGHLY PROFICIENT
Learners actively participate in
the contextualization of policies,
guidelines and procedures for
safe, secured and equitable
learning environment through
providing feedback/inputs
 Sustainability Plan on DRRM
partners
 and linkages
 Application and echo
seminar;
 Training of Trainers
School sustains proactive
community partnership in
creating an enabling learning
environment.
 Sustainability Plan on the
different programs &
projects
Level 4: DISTINGUISHED
Learners lead and empower
peers in establishing safe,
secured and equitable learning
environment

Means of verification
2. Learners participate in advocating
a mutually respectful learning
environment.
Means of verification
3. Learners participate in the
efficient management of physical
and/or virtual learning structures
Means of verification
4. Learners maximize the
opportunities provided for a
meaningful learning
 School Memo, Minutes of
Meetings;
 List existing school clubs;
 SSG/ SPG advocacy on anti-
bullying law and proper
waste segregation;
 Establishment of NDEP
Corner
Learners demonstrate
understanding of learning
environment that advocates
fairness, respect and care to
encourage learning
 Child-Friendly School Survey
(CFSS);
 Posters/signages on Anti-
bullying/school zone of
peace
Learners demonstrate
understanding of their roles and
participation in the
management of physical and
virtual learning structures
 Awareness of DO 47, s.
2014;
 Documentation on SPG/SSG
led activities;
 Attendance on: a. the
participatory crafting of SIP
 b. SMEA conference and
other school activities;
Learners express understanding
of how a nurturing and inspiring
environment supports
meaningful learning
 Documentation and
accomplishment reports
relevant to implementation
of a safe, secured and
equitable learning
environment
Learners participate in
implementing policies,
guidelines, and procedures on
learning environment that
advocates fairness, respect and
care to encourage learning
 Implementation
Report/Accomplishment of
CFSS;
 Documents pertaining to
orientation on Child
Protection Policy
Learners contribute in the
efficient management of physical
and/or virtual learning
structures through active
involvement in consultations
 Log book of the utilization,
 Schedule of Usage of virtual
learning structures;
 students’ exhibits;
 display of students’
achievement
Learners maximize the available
opportunities provided by the
school for a meaningful and
relevant learning
 School Manual/
 Handbook
Learners engage in the
crafting/enhancing and
monitoring school level policies,
guidelines and effective practices
that foster learning environment
that advocates fairness, respect
and care to encourage learning
 Report on the Resolution of
Conflict at the School Level;
 Anti-bullying Report
 Anecdotal Records
Learners initiate dialogues and
consultations between the school
administration and studentry in
the improvement of the
management of physical and/or
virtual learning structures
 Minutes of the Meetings/
 consultation; pictures;
 Suggestion box
Learners provide assistance to
their peers on proper usage of
and actual contribution in the
feedback mechanism for the
 SSG/ SPG to spearhead
information drive on anti-
bullying, drug education
program and waste
segregation (e.g. symposium,
forum)
Learners take the lead in
advocating and facilitating the
use of effective practices to foster
learning environment that
advocates fairness, respect and
care to encourage learning
 Sustainability Plan
 Compilation of Best Practices
on
 Principal to Teacher or vice
versa, Teacher to Teacher,
Teacher to Learner, Principal
to Principal
Learners take the lead roles in
identified strategies for sustained
improvement of efficient and
effective management of physical
and/or virtual learning structures
 Sustainability Plan,
 Accomplishment Report,
 Statement of Support (MOA,
MOU, DoD))
Learners contribute in the
continuous identification of
strategies on meaningful and
relevant learning opportunities

Means of verification
5. Learners take part in ensuring a
learning environment that
fosters health, nutrition and
well-being
Means of verification
6. Learners engage in establishing
mechanisms for a resilient
learning environment.
Means of verification
7. Learners through various
organizations participate
 List of student-led activities
based on DO # 25, s. 2018
Learners demonstrate
knowledge on policies,
procedures, and guidelines on
learning environment that
fosters health, nutrition and
well-being of learners
 Students participation on
Zumba/wellness, sports, red
cross youth volunteers and
other health-related
programs in school;
 Functional school feeding
program;
 Gulayan sa paaralan;
 Regular medical and dental
check-up
Learners manifest awareness of
policies, structures, systems,
protocols, and practices in the
implementation of DRRM.
 Designating a school
student/s focal person/s for
DRRM ;
 DRRM Implementation Plan;
Learners through various
organizations demonstrate
 Documentation on
participation in school
activities co-initiated by
learners;
 Reports on the utilization of
IMs;
 WinS documents;
 Accomplishment reports
Learners follow rules and
guidelines to foster a way of life
that supports health, nutrition
and well-being
 WinS documents
(e.g.toothbrushing,
handwashing, availability of
health kits, solid waste
management);
 adherence to school canteen
rules and guidelines
Learners take part in the
implementation of policies,
structures, systems, protocols,
and practices in the
implementation of DRRM.
 Documentation on leading
the school hazard-mapping
activity/ DRRM activities
Learners through various
organizations participate in
improvement of provisions for
meaningful learning
 Reports on peer coaching;
 Suggestion Box
Learners use available
information to suggest on
innovative practices that ensures
a way of life that fosters health,
nutrition and well-being among
peers
 List of innovative health-
related school activities/
 programs
Learners collaborate in
contextualizing PAPs, and support
in the maintenance of equipment
in the implementation of the
DRRM.
 Documentation of PAPs in
school DRRM with the
collaboration of LGUs,
community stakeholders and
other agencies
Learners through various
organizations establish
that would sustain and expand a
nurturing and inspiring learning
environment
 Reports on Best Practices in
Sustaining Supportive
Learning Environment such
as school garden and
greening program;
 Quarterly awarding of
performing
clubs/organizations/individua
ls
Learners sustain a way of life that
fosters health, nutrition and well-
being within the school;
Learners become advocates of
the way of life to other schools
 Indorsement from PSDS to
serve as resource person or
to advocate the health
initiated program to other
schools;
 Sustainability plan
Learners take a proactive role in
ensuring a resilient learning
environment.
 Certificates of
participation/recognition on
community involvement
activities (e.g. red cross, tree
planting, coastal clean-up)
Learners through various
organizations take the lead in
 establishing partnership with the
community in creating an
enabling learning environment.
Means of verification
awareness on the importance of
community partnership in
creating enabling learning
environment
 Attendance/
 Participation on various
awareness activity programs
(e.g. Drug Awareness
Program, Environment
Advocacy Program)
establishing partnership/s with
community as guided by the
school in creating enabling
learning environment.
 Attendance/pictures during
the conduct of the
community related activities
(Oplan linis, clean & green
drive, coastal clean-up)
 Accomplishment Reports
partnership/s with community as
guided by the school in creating
enabling learning environment.
 MOA, MOU
establishing community partners
to create an enabling learning
environment.
 Activity Design
 Accomplishment Reports of
student-led activities
 Letter of invitations to
stakeholders crafted by
learners ( ex. inviting
resource speaker in a health-
related symposium)